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The Living Book is a system for the management of personalized and scenario specific teaching material. The main goal of the system is to support the active, explorative and selfdetermined learning in lectures, tutorials and self study. The Living Book includes a course on 'logic for computer scientists' with a uniform access to various tools like theorem provers and an interactive tableau editor. It is routinely used within teaching undergraduate courses at our university. This paper describes the Living Book and the use of theorem proving technology as a core component in the knowledge management system (KMS) of the Living Book. The KMS provides a scenario management component where teachers may describe those parts of given documents that are relevant in order to achieve a certain learning goal. The task of the KMS is to assemble new documents from a database of elementary units called 'slices' (definitions, theorems, and so on) in a scenario-based way (like 'I want to prepare for an exam and need to learn about resolution'). The computation of such assemblies is carried out by a model-generating theorem prover for first-order logic with a default negation principle. Its input consists of meta data that describe the dependencies between different slices, and logic-programming style rules that describe the scenario-specific composition of slices. Additionally, a user model is taken into account that contains information about topics and slices that are known or unknown to a student. A model computed by the system for such input then directly specifies the document to be assembled. This paper introduces the elearning context we are faced with, motivates our choice of logic and presents the newly developed calculus used in the KMS.
The DPLL procedure is the basis of some of the most successful propositional satisfiability solvers to date. Although originally devised as a proof procedure for first-order logic, it has been used almost exclusively for propositional logic so far because of its highly inefficient treatment of quantifiers, based on instantiation into ground formulas. The recent FDPLL calculus by Baumgartner was the first successful attempt to lift the procedure to the first-order level without resorting to ground instantiations. FDPLL lifts to the first-order case the core of the DPLL procedure, the splitting rule, but ignores other aspects of the procedure that, although not necessary for completeness, are crucial for its effectiveness in practice. In this paper, we present a new calculus loosely based on FDPLL that lifts these aspects as well. In addition to being a more faithful litfing of the DPLL procedure, the new calculus contains a more systematic treatment of universal literals, one of FDPLL's optimizations, and so has the potential of leading to much faster implementations.
Der Einsatz von Computern hat in den vergangenen Jahrzehnten die Arbeitsweise von Sozialwissenschaftlern nachhaltig verändert. Es ist wohl nicht übertrieben zu behaupten, daß die Verbreitung und zunehmende Bedienungsfreundlichkeit von Rechenanlagen und statistischen Auswertungsprogrammen der empirischen Sozialforschung als vorherrschender Forschungsstrategie erst zum Durchbruch verholfen haben. Mit der steigenden Bedeutung von Computern im sozialwissenschaftlichen Forschungsprozeß ist auch eine neue Wissenschaftsdisziplin entstanden, die sich schwerpunktmaßig mit der Adaption und Anwendung von Werkzeugen und Methoden der Informatik in der sozialwissenschaftlichen Forschung beschäftigt: die Sozialwissenschaftliche Informatik. Das vorliegende Skript ist aus einer Reihe von Vorlesungen hervorgegangen, die wir für Studierende dieses Anwendungsfaches im Studiengang Diplom-Informatik an der Universität Koblenz-Landau gehalten haben. Im Gegensatz zu vielen anderen Einführungen in die uni- und multivariate Datenanalyse richtet sich die vorliegende Darstellung der statistischen Verfahren in erster Linie an fortgeschrittene Anwender der "klassischen" statistischen Methoden, die sich einen Überblick über die mathematischen Grundlagen der angewandten Methoden verschaffen und bei der Interpretation ihrer Analyseergebnisse die Fallstricke rezeptbuchartiger Einführungen vermeiden möchten. Dieses elektronische Dokument ist die geringfügig überarbeitete Fassung des 1994 erschienenen Buches, welches seit langem vergriffen ist.
From September 4 to 11, 1992, a fiirst meeting between Ukrainian and German scientists interested in mathematical and computer modeling of social processes was held at Vorzel' near Kiev. The meeting had been planned for nearly three years by Igor V. Chernenko and Mikhail V. Kuz'min, then members of the research group on mathematical modeling in sociology at the Institute of Sociology of the Academy of Science of the Ukrainian Republic, and had to be postponed twice due to the political development in the former Soviet Union, but thanks to the organizers' perseverance (and in spite of a strike of the airport personell at Kiev Borispol Airport on the eve of the conference) the conference could at last be realized.rnThe main purpose of the conference was to discuss a synergetic interpretation of large-scale destructive social processes as catastrophic phenomena in self-organized systems.
Veranstaltungsverzeichnis - Landau - Sommersemester 2017
Invasive species often have a significant impact on the biodiversity of ecosystems and the species native to it. One of the worst invaders worldwide is Aphanomyces astaci, the causative agent of the crayfish plague, an often fatal disease to crayfish species not native to North America. Aphanomyces astaci originates from North America and was introduced to Europe in the midst of the 19th century. Since then, it spread throughout Europe diminishing the European crayfish populations. The overall aim of this thesis was to evaluate the threat that A. astaci still poses to European crayfish species more than 150 years after its introduction to Europe. In the first part of the thesis, crayfish specimens, which are available in the German pet trade, were tested for infections with A. astaci. Around 13% of the tested crayfish were clearly infected with A. astaci. The study demonstrated the potential danger the pet trade poses for biodiversity through the import of alien species and their potential pathogens, in general. In the second part of the thesis, the A. astaci infection prevalence of crayfish species in wild populations in Europe was tested. While the stone crayfish, Austropotamobius torrentium, showed high susceptibility to different haplogroups of A. astaci, the narrow-clawed crayfish, Astacus leptodactylus, was able to survive infections, even by haplogroup B, which is considered to be highly virulent. In the last part of the thesis, A. astaci was traced back to its original distribution area of North America. While the crayfish plague never had such a devastating effect on crayfish in North America as it had in Europe, the reasons for the success of invasive crayfish within North America are not yet fully understood. It is possible that A. astaci increases the invasion success of some crayfish species. Several populations of the rusty crayfish, Orconectes rusticus, in the Midwest of North America were confirmed to be infected with A. astaci and a new genotype was identified, possibly indicating that each crayfish host is vector of a unique A. astaci genotype, even in North America. Overall, the present thesis provides evidence that A. astaci is still a major threat to the crayfish species indigenous to Europe. Crayfish mass mortalities still occur in susceptible crayfish species like A. torrentium even 150 years after the first introduction of A. astaci. While there are some indications for increased resistances through processes of co-evolution, the continuous introduction of crayfish species to Europe threatens to cause new outbreaks of the crayfish plague through the parallel introduction of new, highly virulent A. astaci strains.
Previous research revealed that teachers hold beliefs about gifted students combining high intellectual ability with deficits in non-cognitive domains, outlined in the so-called disharmony hypothesis. Since teachers’ beliefs about giftedness can influence which students they identify as gifted, the empirical investigation of beliefs is of great practical relevance. This dissertation comprises three research articles that investigated teacher beliefs about gifted students’ characteristics in samples of pre-service teachers using an experimental vignette approach. Chapter I starts with a general introduction into beliefs, and presents the research aims of the present dissertation. The first article (Chapter II) focused on the interaction of beliefs about giftedness and gender in a sample of Australian pre-service teachers and tested if social desirability occurred when using the vignette design. Beside evidence for beliefs in line with the disharmony hypothesis, results revealed typical gender stereotypes. However, beliefs about giftedness appeared not to be gender specific and thus, to be similar for gifted girls and boys. The vignette approach was found to be an adequate design for assessing teacher beliefs. The second article (Chapter III) investigated teacher beliefs and their relationship to motivational orientations for teaching gifted students in a cross-country sample of German and Australian pre-service teachers. Motivational orientations comprise cognitive components (self-efficacy) and affective components (enthusiasm). Findings revealed beliefs in the sense of the disharmony hypothesis for pre-service teachers from both countries. Giftedness when paired with beliefs about high maladjustment was found to be negatively related to teachers’ self-efficacy for teaching gifted students. The third article (Chapter IV) examined the role of teachers’ belief in a just world for the formation of beliefs using a sample of Belgian pre-service teachers. It was found that the stronger pre-service teachers’ belief in a just world was, the more they perceived gifted students’ high intellectual ability as unfair and thus, neutralized that injustice by de-evaluating students’ non-cognitive abilities. In a general discussion (Chapter V), findings of the three articles are combined and reflected. Taken together, the present dissertation showed that teacher beliefs about gifted students’ characteristics are not gender specific, generalizable over countries, negatively related to teacher motivation and can be driven by fairness beliefs.
Angestoßen durch eine Stellungnahme des Wissenschaftsrats
stand das Jahr 2002 an der Universität
Koblenz-Landau im Zeichen einer Struktur- und
Qualitätsdiskussion, welche die gesamte Universität
erfasste. Ergebnis dieses Prozesses ist das
„Entwicklungskonzept der Universität Koblenz-
Landau“. Am 10. Dezember 2002 hat der Senat der
Universität den ersten Teil des Konzepts (Strategien
und Maßnahmen) verabschiedet.